Southwestern College-Educator Preparation Program Lesson Planning Template

See Unit and Lesson Planning Template with Explanations for directions to complete this template. Lesson designer: Amy Campbell Course lesson designed for: Student Teaching Date: 11-14-2013 Subject area of lesson: Reading Standard(s) for this lessons objective(s): For math use CCSSDomain: Cluster: Standard: For ELA use CCSSStrand: RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.4. Read with sufficient accuracy and fluency to support comprehension. W.1.1 Write opinion pieces in which they introduce the topic about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Boxed Sub-heading: a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Code: Code: Grade level of lesson: First Grade

For all other subjects useStandard: Benchmark: Indicator: Code:

Lesson title: SFA: Reading Roots Lesson 31 Day 2 Ride a Bike (New sound /oa/) Objective (s): The students will
Recognize the correct vowel sound of /oa/ Accurately blend sounds in words Read the shared story with accuracy and fluency Write about their favorite part of the story and tell why

Assessment: Observation, Fluency Flyers, Journals, Questioning Meeting the needs of various learners/accommodations: Students are placed with a partner that will assist them best in reading. ELL
students would have a paraprofessional for assistance. This program is based on the reading level of students. All students are on the same reading level.

Instructional Plan

Indicate approximate time allocated for each component.

Opening: Check the students Read and Respond forms and reward points to the teams. Students will pick up their journals from previous day.
Reward points to the teams that underlined the STAR word, used correct punctuation, capitalization, and spacing. Remind students that we have been focusing on the /oa/ sound. Ask them what /oa/ says. Shared story is Ride a Bike by Wendie Old, which helps us to review the sound /i_e/. What does this say? We will continue to work on /oa/ today. 5 min.

Instruction: (Using the SmartBoard, log on to the SFA Interactive Roots Member Center.)
Say-It-Fast: Students blend the sounds into words as these words show up on the SmartBoard (boat, coast, beef, bait, desk) (Teacher will do it with the students) Word Level Blending: These words (smiles, coil, true) are segmented and come together; students orally produce them. Partner Practice: Teacher directs students to open Partner Practice book to pg. 9.Partners (Peanut Butters and Jellies) t ake turns reading the words in the top box. Teacher and students then read together.

Quick Erase: Words come up on SmartBoard (join, coin, coil, oil, boil, foil). Teacher has teams take turns stretching and reading word aloud. Once each team has a turn reading, all students will read. Hear the New Sound: /oa/ (road, load, soak) Students will read the new sound with teacher. Teacher will listen for accuracy from students. Students will be asked to identify new sound. What does /oa/ say? Picture card of a goat in a boat will be show for students to refer to help them remember the sound. Partner Practice: Students will return to pg. 9 in Partner Practice booklet, this time reading the bottom box. Partners take turns reading the words. Teacher will pull a name card for two students to stretch and read the words with the new sound /oa/. Points are awarded to the team with the teammate with the reader. Write Words and Sentences: Students will take out their journals. Explain to students that some of the words that they hear will have the new sound /oa/ in it. (hope, blow, show, soak, closed, sleeping) Give students hints for the words (i.e. hope; phone home, blow; snow, etc.) Pull a name card for students to spell how they wrote the word. Reward points to the team whose teammate correctly wrote the word. Shared Story: Direct students to open up their Shared Story (Ride a Bike by Wendie Old) Explain to students that you will be listening to them to see how well accurately they are reading, how they can retell to their partner, and how well they read together. 45 min.

Practice: Circulate the room, listening to partnerships taking turns reading pages, retelling what their partners have read, and listening for fluency
and accuracy. Draw a star on the flyer of students who can read a page accurately. After the teacher has had a chance to listen to all partnerships, ask the teams who has earned a star and reward points to the teams. Call the students to the carpet and review the STAR story Vera Rides a Bike by Vera Rosenberry. Ask the students questions such as, What happened to Veras tricycle in the park? What surprise did her dad for her? What happened to Vera at the school? etc. Re-read the story to the students and call them back to their tables by teams. Have the students get out their journals. Explain to the students that they are going to write about their favorite part of the story. Remind the students to focus on capitalization, spacing, and punctuation. While the students are writing, circulate the room asking the students Alphies Question Quiz questions. What happens to Vera when she uses the brakes for the first time? or How did Vera finally stop the bike? The students are scored by a rubric of 0 3. 0-No response, or doesnt make sense. 1- Responds with a word or phrase. 2- Responds in a complete sentence. 3- Responds in a complete sentence that includes details. This is entered in the SFA Member Center. 40 min.

Closing: Students are told that their journals will be scored and returned tomorrow. They will learn a new sound /ur/ tomorrow. Daily
accumulated points are recorded on the team board. The teams are dismissed to their corresponding classes.

After Assessment: Students journals are looked over, receiving a sticker for proper capitalization, punctuation, and spacing. Students receivi ng
a rubric score below 2 on the Alphie Question Quiz will be closely monitored on Day 3. Students that did not receive 2 stars on the Fluency Flier will be closely monitored on Day 3.